A leitura de contos na escola p?blica feirense: um estudo intervencionista

• Ano de defesa: 2018
• Autor(a) principal: Carvalho, Luciana Guimar?es Brand?o
• Orientador(a): Portela, Girlene Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Profissional em Letras
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Pesquisa-interven??o; Ensino-aprendizagem; Estrat?gias; Leitura
• Palavras-chave em Inglês: Intervention research; Teaching-learning; Strategies; Reading
• Área do conhecimento CNPq: LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/tede/635

Our study is a systematic work of reading from the tale genre, with a goal to promote constant pupils contact with this meaningful reading material. The major purpose was to motivate the interest for the continuity of practices in other moments and / or environments besides the school. With the tale genre, we want to contribute, more effectively, to a formation of effective reading practices, based on the propositions of expert authors in our research object, in addition to developing a work plan, together with targeted students, contributing in a systematic way with a current situation of the teaching of reading in the school. In order to achieve the objectives proposed in this research, since it is a work of intervention in a social reality, the type of approach adopted was qualitative research and had as method of data collection and analysis the intervention research and the study of case, since it was intended, starting from the identification of a problem, to promote actions that could modify the current reality. We hope our proposal for intervention may guide the work of other teachers who wish to encourage students to change their conceptions about the importance of reading. The data collected at our research indicate that the school should seek the means to develop this work with the mobilization of all teachers and they must commit themselves to the reading instruction of the students and promote, in their classrooms, activities meaningful reading, using the most varied types of texts and genres, because it is not enough to know their role, it is important to clarify how this will happen and who will be involved in the task of learning / teaching to read. We also note that it is fundamental that this update of the school also covers the use of technologies as allies of the teaching-learning process. This is because it is undeniable how people's lives have been modified with technological advances. It is therefore imperative that teachers consider the need to learn how to deal with the new technologies in order to get closer to the "world" of the students who are already inserted and familiar with these tools. When we applied the project to a 7th grade class, we intended to point out to other mother tongue teachers a way to make it easier to navigate, in order to find alternatives to improve reading teaching, with no intention of collaborating so that there is a change in the educational reality Brazilian literature, which presents alarming indexes in relation to reading competence, through the awareness of the family and, especially, of the school in relation to the importance of reading in people's lives, since this difficulty is attributed to the reproach in the as well as in competitions that measure the applicant's reading ability. The school needs, therefore, to recognize the fundamental role in the training of proficient readers. In order to do this, teachers, especially Portuguese Language Teachers, should plan activities that are increasingly constant and meaningful for our students, because of their interest in reading and reading the book for the reading needs of their lives in society